open access
메뉴This study was an attempt to examine the relationship among career indecision, attachment, and selfobject need. Three hundred and five college students of Seoul and Kyung-gi do participated in this research and they carried out Experiences in Close Relationship(ECR), Korean Selfobject Need Inventory(K-SONI), and Korean Career Indecision Inventory(K-C II). The result indicates chat selfobject need, attachment, and career indecision are correlated, especially showing stronger relationship with attachment anxiety than with attachment avoidance. Also the avoidance of selfobject correlates with almost all subordinate factors of career indecision and in contrast the subordinate factors of the hunger for selfobject correlate with only a few subordinate factors of career indecision. Moreover both the hunger for selfobject and the avoidance of selfobject correlate with the indetermination factor of career indecision. The result of Structural Equation Modeling showed that the effect of attachment on career indecision was mediated by the avoidance of selfobject. Finally the implication of the present findings is discussed in the context of past and future research.
The purpose of this study is to examine the moderating effects of self-efficacy on the relationships between perfectionism and test anxiety of children. The subject were 421 5th and 6th elementary, school students in Seoul. The results showed as follows: First, the correlation analysis showed the self-oriented perfectionism and the socially-scribed perfectionism in children was affected more the test anxiety, whereas the self-efficacy and the academic self-efficacy affected the test anxiety less. Second, regression analysis showed self-oriented perfectionism and socially-scribed perfectionism in children was significantly related to test anxiety. Third, the self-efficacy and the academic self-efficacy were significantly related co test anxiety, and as the level of self-efficacy and academic self-efficacy were increased the test anxiety was decreased, furthermore, hierarchical regression analysis showed the self-efficacy and the academic self-efficacy had a moderating effects on self-oriented perfectionism and the test anxiety. Consequently chis study shows that when self-oriented perfectionism is found to cause test anxiety in both general and academic cases, a level of self-efficacy in the children's psychological make-up can decrease test anxiety.
The purpose of this study is to investigate the mediating effects of trait anger and irrational belief and self-esteem as cognitive appraisal resources on the relationship between children's anger-inducing events and anger-out. The correlations among various variables identified in previous researches co influence directly or indirectly anger-out were selected to be performed of stepwise regression, and, from the results of the regression, several models were established to be verified for explaining anger-out. The subjects of this study were 510 fourth- to sixth-graders who were in two elementary schools located in Kyungsangnam Do, and they were surveyed by questionnaires for measuring anger-inducing events, trait anger, irrational belief, self-esteem, and anger-out. Among the subjects, 442 were analyzed as the data of this study. As a result of the stepwise regression in order to identify the explanatory power of variables including anger-inducing events, trait anger, irrational belief and self-esteem on anger-out, trait anger showed 50.0% in the explanatory power, followed by anger-inducing events (4%), irrational belief (2%), and self-esteem (1%). The whole explanatory power of the four variables was 55.7%. On the basis of this results, several models were produced and performed of comparing test on the relationship between anger-inducing events and anger-out when trait anger and irrational belief and self-esteem as cognitive appraisal resources were established as mediating variables. The results showed that trait anger and cognitive appraisal variables on the relationship between anger-inducing events and anger-out were mediated to lead co anger-out. At the same time, a partial mediation model was reveled to be most appropriate in which the trait anger was assumed to directly affect cognitive appraisal resources to lead to anger-out. The results of this study indicate that children respond to not anger-inducing events but the interpretation of such events or irrational belief and they may respond differently according to their personal trait anger or the level of self-esteem.
This study, based on Carl Rogers' conceptualization about conditioned self-worth, examined the moderating effect of need for approval in the relationship between self-esteem and psychological adjustment indices(depression, anxiety, & life satisfaction). A total of 147 (97 women) Korean college students were recruited and completed the research packet. Three hierarchical regression analyses were conducted to test the hypothesized moderating effects. The study results provided support for anxiety. Participants low on self-esteem experienced more dependent variables (depression & life satisfaction), but not for anxiety. Participants low on self-esteem experienced more depression and less life satisfaction when they exhibited a high level of need for approval. The non-significant moderating effect for anxiety may reflect a potential, conceptual difference between depression and anxiety.
The present study was designed co see the perceptions of disabled persons by students at different school stages. Study 1 investigated attitudes toward disabled persons held by primary school(N=96), middle school(N=101), high school(N=63), and college students(N=119). Results indicated chat generally students at high school stages were more negative to the disabled. The more contact with and education about disabled persons students experienced, the more positive they were to the disabled. In study 2 students from three colleges(N=119, 119, 109, each), which were different in school systems for disabled persons, were compared in their perception of disabled persons. Results indicated chat the most positive were those students from the college with departments and courses relevant to the disabled. Whereas the results about the effects of contact and education were quite similar to those from Study 1, the combined effects of those two variables were remarkable, so that students with experiences more than five times in the number of contact with and education of disable persons were the most positive to the disabled. Those findings were discussed in terms of social implications.